What are the Strengths and Weaknesses of the Language

Learning Social Networking Site (SNS) www.busuu.com?

Centre for languages, linguistics and area studies (LLAS), The University Council of Modern Languages (UCML) and the Association of University Language Centres (AULC). John McIntyre Conference Centre, Edinburgh 5th and 6th July 2012

Billy Brick

b.brick@coventry.ac.uk Coventry University

Web 2.0 SNSs: historical context

Examples of SNSs and their functionality

Research Projects

Results

Future directions

Discussion

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Overview

SNSs for language learning are:

’disruptive technologies’ in that they allow for new and different ways of doing familiar tasks.

Godwin-Jones (2005)

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Principles of Tandem Learning (Little 2003)

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•Driving force of Tandem Learning

•Hands over control of learning to the learner

•First hand contact with a native speaker of the target language

Learner Autonomy

•Equal effort and investment = equal benefit

•Asynchronous written environment

•Synchronous voice environment Reciprocity

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Web-based, or increasingly app-based

Freemium model

Synchronous voice and synchronous and asynchronous text chat and e-mails

Contain picture-based learning materials

Peer review of written and spoken submissions

Profile matching (languages, levels)

Motivational tools (berries, league tables, corrector badges) 10/07/2012 6

Language Learning SNS Functionality

busuu.com © 2011

Individual learning

1 Community learning

Marcel

native

beginner medium

teach

native

Susanne

beginner

teach

2

Content based on 150+ different topics (e.g. telling the time, answering the phone, etc..)

Grammar material provided by PONS and Collins Supported by photos and voices of professional

voice artists Language material available in Spanish, German,

French, English, Italian, Russian, Turkish, Polish, Portuguese, Arabic, Japanese and Mandarin

Instant video-chat application for direct conversation between users

Peer-to-peer correction of writing and speaking exercises by the community

Currently around 100,000 unique user visits per day and more than 25,000 text corrections per day.

+

7

busuu.com © 2011

busuu.com is Europe’s largest language learning community with more than 2.5+ million users

8

Awards & recognition

AlwaysOn Global 250 Winner

European Union innovation award in language learning

CeBIT Innovation Award

Shortlist best European Website

Winner Open Talent Competition

Red Herring European Winner 2010

More than 1,600,000 users

Growth of community

May 08 Jan 09 Mar11 May 09 Jan 10 May 10

Today there are more than 2,500,000

registered users

busuu.com © 2011

Freemium Model

10

Vocabulary in English, Spanish, French, German, Italian, Russian, Portuguese

Writing exercises

Reading comprehension exercises

Video Chat Application for live-talk

Interactive exams

Audio for more than 3,000 key phrases

Listening comprehension exercises

Printable PDFs for more than 150 units

Access to more than 35 Grammar Units

Audio Podcasts for more than 150 units

Live Video Units

Customized Review

Travel Courses

Voice Recording Feature + more...

Premium Free

+ Access to detailed Grammar guides!

busuu.com © 2011 11

The Research

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12 level 3 learners spent 3 months learning German on the site – questionnaires, log sheets and classroom observations. Mostly British aged 21.

Similar experiment 12 months later.

LLAS e-Symposium Practitioners Workshop - 13 practitioners took part in a 3hr workshop and discussion – questionnaires. Mixed European nationalities aged 25-60.

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Please suggest any ways in which you think the www.busuu.com university

platform could be improved.

Please suggest any ways in which you think the www.busuu.com university platform

could be improved.

“More natural pronunciation and dialogues reflecting current and authentic use of

language. Dialogues were stilted and over-articulated, often with the same voice playing 2 parts which makes it hard to follow. It was

hard to work out how to get into things - unintuitive interface. The tour wasn't enough

to figure out the navigation.”

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“Exercises and activities for levels higher than B2.”

“It is not challenging enough

for students of A level quality."

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“In comparing busuu to livemocha, busuu is less

structured and it is hard to know 'where to go next' sometimes in busuu. The

site navigation seems a bit chaotic.”

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Name three things you liked

“Access to a real community of

learners live chat peer learning.”

“I wrote a message to an online student and

he responded very quickly. The length of a lesson is good. I like the frequent tests.”

“Instant feedback. Self-correcting

exercises, social networking.”

“Garden

metaphor, the berries and the visual design.”

“Games, chat,

reviews”

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Name three things you didn’t like

“Danger for incorrect

feedback. Too open for possible

frauds.”

“The level was far too basic. My sentences got corrected very quickly (good!) but

some of the corrections were

wrong - there is no quality control.”

“The lesson tooltip hardly ever gives an indication of the grammar covered. The tests are too predictable,

too easy. It would be good to have levels C1 and C2 as

well.”

“No way to guarantee that feedback received is accurate and reliable Speakers' accents on listening tasks sound

artificial.”

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Strengths

•Basic features free of charge

•Immediate peer review and chat with native speakers

•Flexibility (anytime, anywhere)

•Fun and motivating

•Autonomous learning

Weaknesses

•Lack of expertise from peer feedback

•Need to pay for premium content (and higher levels)

•Learning materials could be improved (behaviouristic)

•Unsolicited advances and inappropriate advertising

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busuu.com © 2011 32

busuu.com © 2011 33

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References boyd d m, & Ellison N B (2007), „Social networks: Definition, history, and scholarship‟, Journal

of Computer-Mediated Communication, vol. 13, no. 1, [online] available from

http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html [23rd May 2011]

Brick, B. (2011) How effective are web 2.0 language learning sites in facilitating language

learning? Compass: The Journal of Learning and Teaching at the University of Greenwich.

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Brick, B. (2011) Social Networking Sites and Language Learning. International Journal of

Virtual and Personal Learning Environments. 2 (3) 18-31 (Copyright 2010, IGI Global, www.igi-

global.com. Posted by permission of the publisher.) [31st August 2011]

Brick, B, (forthcoming 2012) The Role of Social Networking Sites for Language Learning in UK

Higher Education: the Views of Learners and Practitioners International Journal of Computer-

Assisted Language Learning and Teaching

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and Language Learning. International Journal of Emerging Technologies & Society Vol. 7, No.

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<http://www.swinburne.edu.au/hosting/ijets/journal/V7N2/pdf/Article4-HarrisonThomas.pdf>

[23rd May 2011]

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Little, D. (2003) Tandem Language Learning and Learning Autonomy. In Lewis, T. and

Walker, L. (eds.), Autonomous language learning in tandem. Sheffield: Academy Electronic

Publications

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foreign language learning . San Marcos, TX: CALICO Book Series

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